中國研究型大學(xué)教師壓力研究
發(fā)布時間：2019-03-13 10:00
【摘要】：隨著大學(xué)教師評價(jià)制度和大學(xué)教師聘任制度的逐步推行，我國大學(xué)教師的壓力與日俱增。研究型大學(xué)教師是大學(xué)教師的重要組成部分，在建設(shè)世界一流大學(xué)的背景下他們的壓力強(qiáng)度如何？主要壓力源是什么？形成壓力源的原因又是什么？如何在更深層面上應(yīng)對壓力源？為了回答以上問題，本研究基于面向全國范圍的中國科技工作者家庭狀況調(diào)查問卷，抽取了其中6所研究型大學(xué)教師的相關(guān)內(nèi)容。在此基礎(chǔ)上本文進(jìn)行了數(shù)據(jù)分析和數(shù)據(jù)比較。最后得出了相關(guān)結(jié)論。 我國研究型大學(xué)教師的總體壓力強(qiáng)度比較大。有73.6%的教師報(bào)告工作壓力很大或比較大。工作壓力大主要與工作任務(wù)、工作難度、晉升難度、工作時間和人際關(guān)系等相關(guān)。不同性別、年齡、職稱的研究型大學(xué)教師工作壓力存在顯著性差異，不同學(xué)科教師工作壓力不存在顯著性差異。相比于家庭壓力，，工作壓力對研究型大學(xué)教師的影響更大。根據(jù)羅賓斯的理論，本文主要從環(huán)境、組織和個人三個層面分析研究型大學(xué)教師壓力源的形成原因。從環(huán)境層面來說，劇烈的社會變革迅速增加了研究型大學(xué)教師面臨的潛在壓力源并且縮短了教師應(yīng)對壓力的緩沖時間。越來越快的知識和技術(shù)更新則加重了教師知識更新的負(fù)擔(dān)。在組織層面，本研究主要分析了大學(xué)教師評價(jià)制度、大學(xué)教師聘任制度對研究型大學(xué)教師壓力源的形成的影響。從個人層面來說，本文主要分析了性格和人生態(tài)度在壓力源的形成中的影響�；谝陨戏治觯疚膹膫�體和組織兩方面提出了應(yīng)對壓力源的策略。個體應(yīng)對策略主要有建立積極的自我對話、積極進(jìn)行體育鍛煉和各種松弛療法、合理管理時間和運(yùn)用社會支持。組織應(yīng)對策略主要有：重視教師壓力問題、充分參考教師意見、營造健康組織文化并分年齡段、職稱和性別為教師提供有針對性的專業(yè)的壓力管理知識培訓(xùn)和壓力咨詢服務(wù)。
[Abstract]:With the gradual implementation of the evaluation system of university teachers and the appointment system of university teachers, the pressure of university teachers in our country is increasing day by day. Research university teachers are an important part of university teachers, under the background of building world-class universities, what is their stress intensity? What are the main sources of stress? What is the cause of the pressure source? How to deal with stress sources at a deeper level? In order to answer the above questions, based on the questionnaire of the family status of Chinese science and technology workers, the contents of teachers from six research universities were selected. On this basis, this paper carries on the data analysis and the data comparison. Finally, some conclusions are drawn. The overall stress intensity of teachers in research-oriented universities in China is relatively large. 73.6% of teachers reported high or relatively high pressure at work. Job stress is mainly related to work task, work difficulty, promotion difficulty, working time and interpersonal relationship. There is a significant difference in the work pressure of teachers in research universities among different gender, age and professional title, but there is no significant difference in the work pressure of teachers in different disciplines. Compared with family stress, job pressure has a greater impact on research university teachers. According to Robbins' theory, this paper analyzes the causes of teachers' stress in research universities from three aspects: environment, organization and individual. From the environmental point of view, drastic social changes rapidly increase the potential sources of stress faced by research university teachers and shorten the buffer time for teachers to cope with stress. The faster and faster updating of knowledge and technology aggravates the burden of teachers' knowledge updating. At the organizational level, this study mainly analyzes the impact of the evaluation system of university teachers and the employment system of university teachers on the formation of research-oriented university teachers' stressors. From the personal level, this paper mainly analyzes the influence of personality and life attitude on the formation of stress sources. Based on the above analysis, this paper proposes strategies for coping with stress sources from both individual and organizational aspects. Individual coping strategies include establishing positive self-dialogue, active physical exercise and relaxation therapy, managing time reasonably and applying social support. The organizational coping strategies include paying attention to teachers' stress, making full reference to teachers' opinions, creating healthy organizational culture and providing professional stress management knowledge training and counselling services for teachers according to their professional titles and gender.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G645.1
本文編號：2439296
[Abstract]:With the gradual implementation of the evaluation system of university teachers and the appointment system of university teachers, the pressure of university teachers in our country is increasing day by day. Research university teachers are an important part of university teachers, under the background of building world-class universities, what is their stress intensity? What are the main sources of stress? What is the cause of the pressure source? How to deal with stress sources at a deeper level? In order to answer the above questions, based on the questionnaire of the family status of Chinese science and technology workers, the contents of teachers from six research universities were selected. On this basis, this paper carries on the data analysis and the data comparison. Finally, some conclusions are drawn. The overall stress intensity of teachers in research-oriented universities in China is relatively large. 73.6% of teachers reported high or relatively high pressure at work. Job stress is mainly related to work task, work difficulty, promotion difficulty, working time and interpersonal relationship. There is a significant difference in the work pressure of teachers in research universities among different gender, age and professional title, but there is no significant difference in the work pressure of teachers in different disciplines. Compared with family stress, job pressure has a greater impact on research university teachers. According to Robbins' theory, this paper analyzes the causes of teachers' stress in research universities from three aspects: environment, organization and individual. From the environmental point of view, drastic social changes rapidly increase the potential sources of stress faced by research university teachers and shorten the buffer time for teachers to cope with stress. The faster and faster updating of knowledge and technology aggravates the burden of teachers' knowledge updating. At the organizational level, this study mainly analyzes the impact of the evaluation system of university teachers and the employment system of university teachers on the formation of research-oriented university teachers' stressors. From the personal level, this paper mainly analyzes the influence of personality and life attitude on the formation of stress sources. Based on the above analysis, this paper proposes strategies for coping with stress sources from both individual and organizational aspects. Individual coping strategies include establishing positive self-dialogue, active physical exercise and relaxation therapy, managing time reasonably and applying social support. The organizational coping strategies include paying attention to teachers' stress, making full reference to teachers' opinions, creating healthy organizational culture and providing professional stress management knowledge training and counselling services for teachers according to their professional titles and gender.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G645.1
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